TSL 660 Materials and Methods I: Speaking, Listening and Pronunciation Dr. Sandra Kroh Office: AB 305 Office hours: TBA Phone: 789-5073 Email: [email protected] Credit hours: 3 Location: Online Course Description: This course is designed to give students practical hands-on experience in developing Program Services Plans for identified ELL students to include materials for teaching speaking, listening and pronunciation to English speakers of other languages. An overview of current approaches, issues, and practices in the teaching of English to speakers of other languages will be given. Field hours are required. Course Objectives: Upon completing this course, students should be able to: Prepare Program Services Plans (PSPs) for ELL students Teach mini-lessons (ETS Standards 1, 2, 3, 4, 5, 6, 7, 8, 10) Write in-depth lesson plans (ETS Standards 1, 2, 3, 4, 5, 6, 7, 8, 10) using various models such as Sheltered Instruction Observation Protocols (SIOP) Discuss the history of teaching English to speakers of other languages, especially as it pertains to speaking, listening and pronunciation (ETS Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, 10) Develop their own original speaking, listening and pronunciation materials and activities that include tiered activities for closing the achievement gap (ETS Standards 1, 2, 3, 4, 5, 6, 7, 8, 10) Required Text: Making It Happen: From Interactive to Participatory Language Teaching, 3rd Ed.. RichardAmato.2003. White Plains, NY: Pearson Education, Inc. ISBN: 0-13-060193-4. Articles Packet Topics Covered: Practical planning for the differentiated classroom Instructional activities Issues in TESOL Practices in TESOL Sheltered English Instruction (SIOP) Native language support Teaching Speaking Teaching Listening Teaching Pronunciation Course Requirements and Grading Scale Weekly blogs Mini-Lessons Final Project Field Hours 100 points 200 points 100 points 100 points A 90-100% = 450-500 B 80-89% = 400-449 C 70-79% = 350-399 D 60-69% = 300-349 Total: 500 points F ▼60% =below 300 Field Experience: The student will participate in 6 hours of site-based classroom field experience for ESL/EFL children and youth. This should include at least two ESL/EFL classes, preferably in two different skill/knowledge areas, at two different levels, P-12, and taught by two different instructors. The 6 hours of field experience for this course must comprise observation, assisting, tutoring, instruction of small/large groups and analyzing the classroom environment. Before participating in field experiences, a discussion of the Code of Ethics will be given and each student must sign the Code of Ethics (704 KAR 20:680) form. Each student will post a report of their field experiences. This will fulfill 6 hours of the 30-hour field experience required for students seeking endorsement from the state of Kentucky. The student will document the experience on the Field Experience Summary Report form and address the following elements in the field experiences report: Place/Institution where you observed the classes Instructor(s) What you did in addition to observing Students’ age, ethnicity, proficiency level, and educational background Students academic orientation, if applicable Program/Curriculum orientation Textbook(s) being used Class size Topic(s)/ Skills/Grammatical points covered/lessons objectives How the material is presented How the material is practiced How the feedback is provided Things you like the most about the classes you observed Things that you would do different if you were to teach the classes Any suggestions for the instructor and others in this class Assessment: Projects: The student will be assessed upon the completion of a final research project in which the student must design three lesson plans for sheltered English Instruction in which the skills of speaking, listening and pronunciation are addressed. The Plans must be in three different content areas. Participation: Students must participate in group activities and be prepared for online discussions based on outside readings, research and/or homework assignments. Weekly blogs: Every week the student is to blog about the material read. This blog will include a reflection concerning the material as well as a discussion of how the method we have read about manifests itself in the classroom. Each student is to also comment on at least 2 other students’ blogs. Mini-Lessons: Students will be required to teach a mini-lesson, 10-15 minutes in length. The lesson will be speaking, listening and pronunciation for sheltered instruction. These lessons must include activities for closing the achievement gap. Class Policies: Participation: On-time posting of work is required. A late posting will result in a grade of zero. If you know you will be posting latet, you must email or call the instructor before the deadline. You are responsible for making up missed work. Late Work: Late work will be accepted only for excused late postings. Otherwise, late work will not be accepted and result in a zero for the assignment. Grades: Grades are not curved. Supplemental instruction aids: At various times, audio visual aids may be used and will be accessed in the Resources folder. Academic Honesty: Any evidence of academic dishonesty will be dealt with severely. You are expected to do your own work which reflects your learning and understanding of the topic. Plagiarism will result in a zero on the assignment. Instructional Modification: Campbellsville University is committed to reasonable accommodations for students who have documented physical and learning disabilities, as well as medical and emotional conditions. If you have a documented disability or condition of this nature, you may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment. Please contact the Coordinator if Disability Services at 270-789-5197 to inquire about services. Booklist Acton, W. 1984. Changing Fossilized Pronunciation. TESOL Quarterly, 18,1, 71-85. Allen, E. & Valette, R. 1994. Classroom Techniques : Foreign Languages and English as a Second Language. IL: Waveland. Auerbach, E. 1993. Reexamining English Only in the ESL Classroom. TESOL Quarterly, 27, 1, 9-32. Benson, M. 1989. The Academic Listening Task: A Case Study. TESOL Quarterly, 23,3, 421445. Cohen, A. & Olshtain, E. 1993. The Production of Speech Acts by EFL Learners. TESOL Quarterly, 27, 1, 33-56. DeGuerrero, M. 2004. Early Stages of L2 Inner Speech Development: What Verbal Reports Suggest. International Journal of Applied Linguistics, 14, 1, 90-112. Derwing, T., Munro, M. & Wiebe, G. 1998. Evidence in Favor of a Broad Framework for Pronunciation Instruction. Language Learning, 48, 3, 393-410. Ferris, D. & Tagg, T. 1996. Academic Listening/Speaking Tasks for ESL Students: Problems, Suggestions, and Implications. TESOL Quarterly, 30, 2, 297-320. Derwing, T. & Munro, M. 2001. What Speaking Rates do Non-native Listeners Prefer? Applied Linguistics, 22, 3, 324-337. Goh, C. 2002. Exploring Listening Comprehension Tactics and their Interaction Patterns. System, 30, 2, 185-206. Graham, B. 1996. The Tutor’s Toolbox. British Columbia Ministry of Skills, Training and Labour, Victoria.Human Resource Development Canada, Ottawa (Ontario). (ERIC Document Reproduction Service No. ED 411706. Hinkel, E. (Ed.). 2005. Handbook of Research in Second Language Teaching and Learning. Mahwah, N.J.: L. Erlbaum Associates. Larsen-Freeman, D. 2006. Techniques and Principles in Language Teaching, 2nd Ed. New York: Oxford University Press. MacKey, A. & Gass, S. 2005. Second Language Research Methodology and Design. Mahwah, N.J : Lawrence Erlbaum. Major, R., Fitzmaurice, S., Bunta, F., & Balasubramanian, C. 2002. The Effects of Nonnative Accents on Listening Comprehension: Implications for ESL Assessment. TESOL Quarterly, 36, 2, 173-190. Murphy, J. 1991. The Pronunciation Component in Teaching English to Speakers of Other Languages, TESOL Quarterly, 25,3, 481-520. Raphan, D. 1996. A Multimedia Approach to Academic Listening. TESOL Journal, winter, 2428. Reid, J. (Ed.). 1998. Understanding Learning Styles in the Second Language Classroom. Upper Saddle River, NJ: Prentice Hall Regents. Sheen, Y. 2006. Exploring the Relationship Between Characteristics of Recasts and Learner Uptake. Language Teaching Research, 10, 4, 361-392. Smidt, E. & Hegelheimer, V. 2004. Effects of Online Academic Lectures on ESL Listening Comprehension: Incidental Vocabulary Acquisition, and Strategy Use. Computer Assisted Language Learning, 17,5, 517-556. Zacarian, D. 2006. The Road Taken. Essential Teacher. 3, 4, 8-9.